Learner enhanced technology
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Learner Enhanced TechnologyUnderstanding engagement as a measurable processJames Ballard
jameslballard
JamesBallard2
@jameslballard
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My Research QuestionsIs engagement
something we can measure?
Should we be measuring it?
Should it constitute formal assessment of teaching?
“As we start a new school year, Mr. Smith, I just want you to know that I’m an Abstract-Sequential learner and trust that you’ll conduct yourself accordingly!”
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OverviewIntroduction
• Icebreaker activity• Why is engagement important?• Where does the metric idea originate?
Activity 1 – What should we look for?• Introduce an engagement matrix• Each group to identify and discuss engagement patterns
Activity 2 – How can we measure this?• Introduce an engagement framework metric• Each group to explore a data driven case study
Conclusion/Discussion
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Icebreaker ActivityShould engagement constitute a formal assessment of teaching?5 mins – introduce yourselves and give initial reactions to this question
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Introduction 1Why is engagement important?
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Improved Learning Outcomes
General abilities and critical thinking
Practical competence and skills transferability
Cognitive development
Self-esteem, psychosocial development, productive racial and gender identity formation
Trowler and Trowler (2010)
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Multicultural Classrooms
UNESCO (2014): Global Flow of Tertiary Students
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Learner Voice
Teacher
Learner
Spontaneous
Concepts
Creative Investigativ
e
Learner’s World
Scientific Concepts
Creative Directive
Ballard & Butler (2015)
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Introduction 2Where does measuring engagement come from?
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Engagement Surveys
Economic or social inequality
Issues of race, ethnicity, or nationality
Religious or philosophical differences
Different political viewpoints
Issues of gender or sexual orientation
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
During the current school year, about how often have you had discussions about the following?
Never Sometimes Often Very often
NSSE 2014: Experiences with different perspectives
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Involvement
Interaction Intimacy Influence
Social Marketing: Engagement as Metric
What to track
• Site visits• Time spent• Pages
viewed• Search
keywords• Navigation
paths• Site logins
• Contributed comments to blogs
• Quantity / frequency of written reviews, blog comments, forum posts
• Sentiment tracking on 3rd party sites
• Sentiment tracking of internal sites
• Opinions expressed in customer calls
• Net Promoter (NP) score
• Service satisfaction ratings
• Brand affinity
• Content forwarded to friends How to track
• Web Analytics
• eCommerce• Social
Media
• Surveys• Brand
monitoring• Service
calls
• Surveys• Brand
monitoring
Haven & Vittel (2008)
Haven (2007)
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Social Marketing
Haven (2007)
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Activity 1What would we want to measure?
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ENGAGEMENT TYPESFREDRICKS, BLUMENFELD AND PARIS (2004)
ENGAGEMENT POLESTROWLER AND TROWLER (2010)
• Tends to result in expected learning behaviours
Positive Engageme
nt
• A passive rejection of such behaviours – alienation or inertia
Non-engageme
nt
• An active and hostile rejection of expectations
Negative Engageme
nt
Dimensions of Engagement
• Participation in academic and social activities
Behavioural
• Feelings towards staff and peersEmotional
• Willingness to invest effort in complex tasks and mastery of skills
Cognitive
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POSTIVE ENGAGEMENT NON-ENGAGEMENT NEGATIVE ENGAGEMENT
BEHAVIOURAL
Attends lectures, participates with enthusiasm
Skips lectures without excuse
Boycotts, pickets or disrupts lectures
EMOTIONAL Interest Boredom Rejection
COGNITIVE Meets or exceeds assignment requirements
Assignments late, rushed or absent
Redefines parameters for assignments
5 mins - Feedback an example to the wider audience
15 mins – Discuss: “how do we recognise when students are engaged or not?”
Discussion Activity: Small Groups
Examples and prompts:
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Activity 2How can we measure this?
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Involvement
Interaction Intimacy Influence
Appropriating Engagement Metrics
What to track
• Site visits• Time spent• Pages
viewed• Search
keywords• Navigation
paths• Site logins
• Contributions to class
• Quantity and frequency of content
• Type of content accessed
• Learning dispositions
• Discourse tracking Social network analysis
• Evaluation surveys
• Links to outside world
• Extra-curricular contributions
• Practice based research and reflection
How to track
• System Logs
• Web Analytics
• System Logs
• Learning Design
• Surveys• Content
analysis
• Student Development Model
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ACTIVITY CASE STUDY AND STUDENT PROFILE
Discussion Activity: Small Groups
Provides real student data
Make notes in the student profile
Mark each component from low to high
10 mins - Feedback for the whole group
30 mins – Discuss the case study and complete the 2 student profiles in the worksheet provided
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INVOLVEMENT
INTERACTION INTIMACY INFLUENCE
• Average activity profile
• Regular access throughout year
• Accessed different support areas
• Interacts with peers via messaging
• Some portfolio building
• Few course based activities
• Enthused by university visit and tour – not sustained
• Potential surface learning strategy
• Limited to small social group - connected to hub
• Use of 1-to-1 messaging
• No shared links
Medium Low Medium Low
Student Profile 1: Jo March
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INVOLVEMENT
INTERACTION INTIMACY INFLUENCE
• High activity profile
• Regular access across 2 years
• Interacts predominantly with course materials
• Several assignment submissions
• Potential strategic learning strategy
• Peer interactions not present
• No shared links
High Medium Low Low
Student Profile 2: Oliver Twist
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Further Research
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Final thoughts
Is engagement something we can measure?
Should we be measuring it?
Should it constitute formal assessment of teaching?
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Learner Enhanced Technology Understanding engagement as a measurable process
Thank You
James Ballard
JamesBallard2
@jameslballard
jameslballard